Misleading American History Textbooks Research Paper

Misleading American History Textbooks - Research Paper Example On January 2012, the states of Arizona and Alabama banned ethnic studies and over 100 books including Rethinking Columbus and Shakespeare. Biased, political and emotionally charged scenarios were the reasons behind the banning of ethnic studies. This is because the government wants its citizens to believe in what they have propagated and not the actual truth. This is the reason why misleading textbooks continue to grace the curriculum requirements in the United States. According to Yoshino, a study to investigate the relationship between self concept and achievement revealed that students’ math related self concept was positively associated with their achievement. This was the case in two countries Japan and the United States, however, even though students in Japan showcased higher achievement, they were found to have lower math self-concept than American students. This is because of the different cultures that students in the two countries embrace. Despite the fact that other influential factors existed such as the parent’s education and the amount of books that exist in the student’s households, it was found that self concept was positively connected to achievement (119-219). Therefore, the various books that are prescribed to be used in the American curriculum are not really helpful for the American students. In-depth interviews with 42 US Korean high school students brought to light the fact that these students are diversified in the subject of ethnicity. In addition to this, the lack of research on Asian American historical perspectives and inattention to global migration patterns by the American history textbooks. These are key factors to students understanding of history yet they are overlooked. For the American curriculum to bring out the full potential that American students have, they should inculcate all these aspects to the History books that are used (Sohyun, 763). Whatever is contained in the books in use at the moment is all doctored to suit what the American government wants its citizens to know. One Newsweek’s magazine article, How to get Smart again by Ferguson Niall, brings out one interesting fact in that 38 percent of a representative sample of Americans failed the test that immigrants applying for US citizenships are required to take. This is simply a representation of the state that most Americans exist. Most of them do not know much about the history of the country that they call theirs (Ferguson, 1). The contents of various declarations, authors of important papers and the existing presidents at some of the most significant events are haphazardly known. At the same time, only one in four Americans know what the Cold War was all about. This is despite the fact that there are various voluminous History textbooks that students are required to read and most colleges require students to take at least one history course. In addition to this, there is an entire cable television network, the Hi story Channel while some cities have historical museums (Ferguson, 1).The big question is why most Americans know very little

Seven Ways To Socialize With Your Employees (And Not Get In Trouble) Research Paper

Seven Ways To Socialize With Your Employees (And Not Get In Trouble) - Research Paper Example In an administrative setting, socialization is a method and a new employee understands how to pull the strings, by flattering responsive attitude towards the prescribed and casual arrangement and the explicit manner to understand the regulations of deeds (Socialization). Different organizational settings require different setups and behavior and the employees have to abide by the set regulations. Employees have to meet each other to share their views and thoughts and to formulate a strategy to march ahead. These socialization process are imperative in developing an understanding towards each other and also to build a repo and social circle as it aids in better working atmosphere. Mingling with people, sharing ideas and thoughts are the essential components of a developing personality. In certain organizations the employer does not seem to socialize with the employees, rather the employer finds it degrading to mingle with the employees. On the contrary, it is essential to socialize with the employees and to motivate them to work with more co-ordination. In order to get more from your employees it is essential to socialize with them for varied reasons ... It is essential that the employer make the team members or the employees special about themselves. It is essential to motivate the team as salary and wages only could not do wonders but giving something in terms of motivation will add a fire to the sense of loyalty and also the feeling of belongingness (Six Keys to Motivating Your Team). 3. A few gestures and words of appreciation work better for the efficient and close-knit team- Saying "Thank you" and also acknowledging their efforts brings a remarkable difference. It works well under the conditions of economic constraints and when the market is not making much rise. It is essential to understand the psychology behind the motivation of the employees as different employees need different factors for motivation. For the employer it is essential to socialize with the employees in order to know the team and thereby to create an environment where the employees can remain positive and happy and try their best to harness the results the e mployer is searching for (Six Keys to Motivating Your Team). 4. Understanding the employees sooner the better- If the employees are devoting extra time, without much benefit and monetary gains, hardworking employees become discouraged and they tend to remain unmotivated to fulfill the task in the desired manner therefore it is essential to keep appreciating the staff from time to time. It is essential that appreciation should be done in the time frame as after a long interval if the employer appreciates the charm of getting appreciation is lost and the entire duration goes in waiting to listen to the words of admiration from the employers. It is therefore desired that the employers must socialize well with the employees and in admire them for all their efforts in a

Peer Correction in Teaching Writing Skills

Peer Correction in Teaching Writing Skills CHAPTER 1: INTRODUCTION 1.1. Background of the problem Writing skill which includes language, private knowledge and skill, emotion and the interaction of personal opinion is difficult and challenging to learn and develop for many students in EFL contexts in general and in Vietnam in particular. In Vietnam, there are many teachers of English who even believe that teaching writing skill to EFL learners is more complex than teaching other communicative skills (Mazdayasna Tahririan, 2001). Although language learners have to learn hard to have good compositions, they still have made a variety of errors or mistakes when writing. In other words, EFL learners often feel stressful and anxious when writing in a foreign language (Spratt Leung, 2000). Consequently, language teachers and researchers have made an effort to know how they can do to help students be able to minimize their mistakes in their writing. However, they also admit that it is impossible for them or any teacher to read and correct all the students compositions on writing lessons because â€Å"correcting written work is time-consuming† (Ur, 1999, p.74), especially for large classes. Peer feedback (also peer correction, peer response or peer review) with its advantages can be a promising way which can be used to encourage students to read and give comments and suggestions together for enrichment of their peers writings before the final versions of their products are submitted to their teachers. Peer correction works as a vital part in the process approach to teaching writing because it helps learners realize their learning level as well as their demands for enhancement of writing ability. Brown (1994) and Gipps (1994) have the same opinion that feed back is one of the main factors in the process of English learning and teaching. Many other researchers, for example, Paulus (1999), Min (2006) promote the idea that verbal and written feedback should be applied to foster writing skills. This strategy, thus, has been used popularly on the writing lessons of many English classes in Vietnam consisting of those at centre of Informatics and Foreign Language, Thai Nguyen College of Education, Thai Nguyen Uni. Ur (1999, p.74) states that peer correction can help us not only save time, but also develop the â€Å"critical reading† skill for â€Å"content, organization, style and language accuracy†. Additionally, peer feedback can receive an efficient method to make students to have critical thinking of writing and assessment skills than teacher feedback. In other words, peer feedback helps learners make good use of their own effort to make their writings expressive and effective. However, in spite of its roles and impact on the process of writing, peer feedback has not been paid much attention in Vietnam. Some researchers such as Tran (2007), Phan (2007) who are interested in peer response in writing introduce their point of view, knowledge and experience about this topic in their researches which show the present state of emplo ying peer feedback learners attitude and especially offer some suggestions to better the current response training. 1.2. Purpose of the study As mentioned above, it is not difficult to find out studies which research the role of peer feedback in writing skill on the way to foster it. However, the writer of this study with to do the research to know about the fact of peer feedback in Vietnam in general and the Centre of Informatics and Foreign Language, TNCE, TNU more clearly. This study also investigates whether peer feedback can have positive impact on ESL writing process among pre-intermediate non major students at this Centre or not; they can revise their own writing works to develop their writing skill or not and how this process really happens. Bearing in mind, the writer decides the research with title â€Å"Using peer correction in teaching writing skill to help Vietnamese college non-major students at CIF, CE, TNU reduce errors in their written compositions† 1.3. Research question(s) or statement of hypothesis This study aims at finding answer to the following research question: How can peer correction help EFL learners reduce mistakes in their written compositions? The question is addressed to one of the writing classes that I am teaching this term in Centre of Informatics and Foreign Language, College of Education, Thai Nguyen University with the aim to examine how peer correction affects the process of revising and writing a complete composition of my students here. 1.4. Organization of the study This study can be divided into five chapters. In this chapter, background of the EFL writing in local context is given and the aim of this study is also identified. Chapter 2 mentions some reviews of the literature which go through related literature and researches, in which, general of writing teaching and a brief idea of peer feedback in writing skill will be focused. In chapter 3, the writer describes the methodology and processes of the research. Chapter 4 presents data analysis and findings. Chapter 5 gives some implications of the study, summarizes main point discussed in the study, indicates some limitations and proposes some suggestions for the further researches. Lastly, the final parts of the study are appendices and references. CHAPTER 2: LITERATURE REVIEW 2.1. Overview of writing process Lannon (1989) claims that writing is a process delivering meaningful messages and including its own specific goal. This process requires students to work hard instead of regarding it as an uncomplicated act (Byrne, 1988). However, in language teaching and learning process, Tribble (1996, p.3) defines writing as a language skill that involves â€Å"not just a graphic representation of speech, but the development and presentation of thoughts in a structured way†. This means writers need to arrange their ideas logically and systematically. There have been different approaches to teaching writing EFL classes but two most popular ones are product approach and process one. Product approach can be the traditional method of writing which stresses the final outcome of the writing process as well as grammar, usage, form and mechanics of the composition. Students are often asked to write a similar paragraph basing on the model and using new taught structures, vocabularies or any aspects of language. After that, the teacher will correct students writings or â€Å"feedback in the class commonly means the correction of the students language errors† (Mazdayasna Tahririan, 2001, p.56). Therefore, students find difficult to know why and how they made errors to avoid repeating them on the next tasks. Though thanks to this method students can sometimes reject errors (Tribble, 1996), it does not encourage students create in writing at all, â€Å"the use of language is manipulate of fixed patterns; the patterns are learned by imitation† (Pincas, 1962, p.185). Over the last forty years, there has been remarkable interest in writing process. There are many researchers and educators suggesting language teachers that they should pay attention to students writing process instead of only their final writing version (Paige Way, Joiner and Seaman, 2000). Process writing can contain stages such as rewriting, writing, revising and rewriting or editing. However, Reid (1993) supplement this process with three more stages, namely, responding, evaluating and post-writing, in which peer feedback is focused more in responding. Prewriting: something done before drafting such as choosing a topic, brainstorming, collecting data, organizing. Composing / drafting: actually writing. Revising: selecting organization, structures, edition or collection word. Rewriting: completing stage step by step. Responding: getting the teacher and peers responses, discussing with them about papers to improve the content. Evaluating: receiving marks or scores from the teachers. Post-writing: any activities happened after completing rewriting and getting assessment (role-play) Cresswell claims that to as students to exchange their writing draft is an effective way to foster their learning autonomy and help them become alert reader when proofreading their partners written tasks (2000). As the result, they also have critical thinking when they read their own paper to find and correct themselves their mistakes in those, i.e. their writing ability can be develop (Markino, 1993). It is necessary to allow students to have more time to write and get feedback from their teachers and classmates, and then rewrite the drafts so that they can let reader be abele to understand their idea expressed on the paper better (Frankenberg-Garcia, 1999). 2.2. Definition and some types of errors Different researchers have different ways to categorize errors. In this study, the writer only wishes to refer one of classification strategies based on the relation to comprehensibility given by Burt and Kiparsky (1972) because of its close concern with the notion of mistakes mentioned in this study. These researchers divided error into two main types: global errors and local ones. Hendrickson (1978) notes that we will be able to realize which error is global or local, because error can be regard as â€Å"communicative† or â€Å"non-communicative† ones. According to Ellis (1997), while global errors such as over generalization or simplification have an effect on explanation of the whole structure of sentence, local error just affect a single factor in sentences, i.e. word, phrases, closures or grammatical morphemes. Burt and Kiparsky (1974) also claim that global error have higher hierarchy than local errors. Thus the global ones seem to be care about and be corrected more than local ones Norish (1983). However, those local errors can be considered as â€Å"minor ones†, error in tense and aspect†, they are popular mistakes of English writing learners. 2.3. Peer feedback and its impact on reducing mistakes and developing writing skill â€Å"Knowledge is best acquired through negotiated interaction† (Grabe Kaplan, 1996, p.380). There are many approaches to error correction and also definitions of peer feedback from many linguists and experts. According to Richards, et al, Peer feedback is an activity in the revising stage of writing in which students receive feedback about their writing from other students-their peers. Typically students work in pairs or small groups, read each others compositions and ask questions or give comments or suggestions (1992, p.268). Some other researchers of EFL writing state that feedback play an essential role in the process of writing. Keh (1990) claims that giving feedback means giving comments and suggestions, which helps the writer edit his or her composition. Through teachers or classmates feedback, students can know what kinds of mistakes they made and how to cope with those mistakes. Therefore, if students can get a â€Å"productive feedback†, they can correct their own errors and avoiding making the similar mistakes in the later writing tasks. It is wise for teachers to require learners responsibilities for their own writing performance and their peers ones because of the strong effect of peer feedback on students review as well as their writing skill. Zamel (1987) supposes that peers are actual and direct readers or reviewers. In the fact that, there are a number of methods teachers utilize to assist students check their mistakes but indeed teachers seem to not be able to resolve the problem individually. Students play the parts of both writers and readers or givers and receivers. Hefernik (1983) regards peer editing as learning and teaching instrument for teachers and learners because students can give helpful feedback each other. Peer writers can edit their own written compositions basing on the readers remarks and comments (Mendonca and John, 1994; Rollison, 1998), so the writers can be better at learning writing. Students can also have superior performance by the student-to-student activities because these activities are often more detailed than teacher feedback (Caulk, 1994). Also, Mangelsdorfin thinks that peer review can help many students to have diverse perception about their topics as well as foster the ideas and make them more clearly in the EFL writings. Therefore, researchers believe that â€Å"peer feedback can have a positive effect on classroom dynamics and can help to train learners in skills they need to become autonomous† (Spratt et al, 2005, p.157). Joyce (1997) employs a research to explore main strategies so as to respond to the EFL students composition writings. After the twelve-week period, by comparing the initial writing sample and the third one after using peer editing, he shows that writing competency of students grows strongly and concludes this strategy is efficient and necessary. In the research conducted by Wong (1999), peer correction was carried out and discovered by qualitative data to ease the process of EFL writing in four factors: grammar, rules and concepts, meaning and emotional elements. In addition, it helps students improve awareness of writing skill. Quantitative findings of this study introduce 97% students admit that they want to apply peer correction in the future. It is important to stress that the writer of this study learns a lot from Wongs research, and longs to use some his methods in this research to examine whether it is suitable for the writer teaching fact. Kurt and Atay (2007) also experimented with 86 Turkish Prospective Teachers of English. Those participants are divided into 2 groups: Experimental group (writing an essay and receiving peer feedback) and control group (writing an essay and receiving teacher feedback only). This study concluded that peer feedback helps Turkish PTs reduce writing anxiety and it is really considered as a complementary factor of the teacher feedback. Despite its advantages, peer response has its own weakness. Its procedure requests the training and organization from the teacher as well as it depends on students ability of collaboration with peers. Many students give their partners too general and ambiguous reviews. They make their peers find it difficult to understand and catch messages or information. The writing ability, thus, seems to not improve (Tsui Ng, 2000). CHAPTER 3: METHODS AND PROCEDURES 3.1. Methods of the study The research is done qualitatively in the context of a 30-student English class. They are non-major students; their level of English proficiency is pre-intermediate and their writing ability is average. In this report, the writer uses two research tools to collect and analyze the needed data, i.e. recording and interview. Recording is used to record the process of peer correction. Chosen subjects were invited to record their discussions and then they were transcribed (Appendix 4) for analyzing. Voice recorder is chosen instead of video recorder to prevent their discussions from the presence of another people, which may interrupt their current process of peer correction. The writer also hopes that through recordings she can derive how students check and correct their writings each other and what types of mistakes are corrected most. The second tool used in this study is interviews with students at the end of the research to study whether this strategy is really suitable for them or not, that is, expose students attitude toward peer correction strategy as well as their opinions and get their suggestions to make this process better. According to Herbert and Irene (1995), in interviews students need to know the way of actual listening. Because they are pre-intermediate non-major students, they can only use English during the interviews, so they can speak in Vietnamese and then the writer record and translate them into English. 3.2. Procedure As a matter of ethics, the whole procedure of teaching and learning is implemented similarly to all students of the class after all of them give consent to be part of the research (Appendix 1). However, due to the limit of the study, I only focus to record and interview the learning engagement of two students (who I call anonymously in this report as A1 and A2 as a matter of ethics) during this process as the data for analysis. The writer after considering carefully decide to make peer correcting tasks in class. Before the real peer correction, the writer design some exercises to introduce the way to check a composition. They were guided to focus on some discrete mistake. Items are subject-verb agreement, spells, tense, verb form, number, part of speech. The structure of sentence, content, and organization of the composition/essay is also asked to be commented. Firstly, the students were asked to check sentence by sentence and then, they worked in pairs to check the paragraph (Appendix 2, Appendix 3) This research lasted for 8 weeks, and the writer chose 3 topics to ask students to write, discus and correct and then rewrite before submitting to give the teacher. These topics are informal letter to a pen friend; a descriptive passage about a close relative in your family; a biography passage of a famous person. Topic 1: Describe a person in your family Topic 2: Write an informal letter to your pen-friend Topic 3: Write a brief biography of a famous person you admire During this process, the writer asks students to give them tape-recorder to record their own discussions. In this paper, interviews are well-prepared. After recording them, the writer will transcribe and translate them (Appendix 6). CHAPTER 4: DATA ANALYSIS AND FINDINGS 4.1. Data analysis à ¼ Analysis of data from the recordings The writer, in this part, wishes to learn about the process of peer correction through discussions taken recordings of subjects and interviews between the writers and them. After that, the writer would assess the result of the recorded discussions and interviews. It is undeniable that peer correction helps students improve EFL writing a lot, although the level of subjects is not high, they can give comments on a variety of types of mistakes language such as article, preposition, S-V agreement, infinitive or gerund an sometimes even whole structure of the composition or word choice. When correcting mistakes, they also give some suggestions and explain the reasons for those mistakes. Below are some examples in collected data. Extract 1(topic 1, A1s composition) Before correction: She and I are very different but we got on well together. She is short and Im tall. She likes stay at home and watch television with my parentss. A2: Ok. Sentence 1 is ok. In sentence 2, you should use get, not got, simple present. Next sentences let me see, here, like add v-ing not bare verb. My parentss, I dont know my parentss here mean, without possessive mark is correct. Do you agree? A1: Yeah of course After correction: She and I are very different but we get on well together†¦. She is shorter than me†¦.. She likes staying at home and watching television with my parents Extract 2 (topic 1, A2s composition) Before correction: My young brother is a 15 year old and I am 20 year old. My brother learn at Song Cong town and I learn at TN college of education. A1: My young brother is a 15 year old. You dont need an article here, it is not a noun and years, not year. Its plural. My brother learn at Song Cong town and I learn at TN college of education, wrong form of the verb the third singular person. A2: Okie. Learns not learn After correction: My young brother is 15 years old and I am 20 years old. He learns at Song Cong town and I learn at TN college of education. Extract 3 (topic 2, A1s composition) Before correction: I was born in a family of farmer. My parents are workers in a company and my brother is married and works for the post office. A2: I dont understand the next sentences. I was born in a family of farmer. My parents are workers in a company. Why? A1: Oh, so so sorry, I mean classes in society. But I cant express this idea. A2: Working class, you mean? Or you will not ? sentence. Are you clear? Now, next, any brother is married, was, not is and works for the post office. After correction: My parents are workers in a company and my brother is married and works for the post office. Extract 4 (topic 2, A2s composition) Before correction: Its verry wonderful. A1: Verry? Wrong spelling. Its Very. Can you find out the sentence? A2: Yes. Thats right. After correction: Its very wonderful! Extract 5 (topic 2, A2s composition) Before correction: I am looking forwalk to learning from you. Write soon! A2:†¦ And the last sentence, forwark, what do you mean? Forward, you mean that, wrong word. Learning what here? I think its hearing. A1: Yes. Thats terrible. After correction: I am looking forward to hearing from you. Please write soon to me! Through recordings, the writer also realizes that apart from getting knowledge to improve their writing skill, students are very interested in their discussions. They seem to feel confident and have responsibilities with their task. Extract 6 (topic 1, A2s composition) A1: Your handwriting is beautiful and their writing makes only a few mistakes. A2: Kaka. Thanks Extract 7 (topic 1, A1s composition) A1: Ok. Many thanks. I think I need to rewrite this topic carefully, a lot of mistakes A2: Try hard! Extract 8 (topic 2, A1s composition) A1: Yes. Thats terrible. A2: No, its very normal, me too. A1: Thanks Extract 9 (topic 2, A2s composition) A1: Theres few mistakes in their writing. Well-done! Hi Hi. I only give mistakes, you try to look at the writings. A2:Yes, Its OK. No problems. Be quick! However, when facing a little bit more difficult topic, both of them have difficulties in the way to express their ideas due to their lack of vocabularies, explanation of rules of grammar. They suppose that for those mistakes they need the support from the teacher. Extract 10 (topic 3, A1s composition) A2: Due to 1954, you mean? Since 1954, †¦This paragraph, you need to read again and correct structure to clarify. Honesty, I am not sure to edit this section exactly. I just give some comment. For example, you should use fight to liberation, not fights to unify whole country; instead of using comma and then unify country. A1: OK. I will try. After that, we can ask teachers help. à ¼ Analysis of data from the interviews The information from the interviewed reveals students thoughts, feelings and ideas toward this process. Although A1 has not tried peer correction before, she is convinced of this strategy after this study. She feels that she can realize her mistakes clearly and correct them. She is also able to avoid repeating on the next task. She wants to work in group of 3 or 4 to get more feedback from her peers. That means she admit the role of the peer feedback in developing her writing skill. Extract 11 (interview between the writer and A1) W: Will you use this strategy again? A1: Yes, of course. W: Can you give some suggestions to make the process better? A1: I like working in group of three or four. Thats all. W: Thank you very much! Unlike A1, A2 has used this strategy many times. Therefore she has a lot of experiences. Her ideas express her deep understanding of peer correction. She also likes it and she knows how it assists her in her writing process. However, she stresses the role of the teacher in the process of revising. Extract 12 (interview between the writer and A2) A2: I like it. But I still want teachers correct it finally. W: Why do you think so? A2: Because I myself sometimes find out my own mistakes. My partner can help me that. Moreover, when reading the text of my partner, I can learn something from it. However, there are some mistakes we cant correct we need teacher. 4.2. Findings Through the data collected from 3 writing assignments with recorded discussions and recorded interviews of students, the study has had the answer to the research question: Does peer correction help students reduce mistakes in their writing skill? The findings shows that peer correction affect pre-intermediate students writing ability, i.e. it has positive impact on students writing ability. There must be different factors or element affecting students changed writing versions. However, at various levels, students can profit from peer feedback to reduce mistakes in their composition. The result can help students review the writing process of an assignment, especially careless mistakes, grammatical and â€Å"discrete mistake item† rules of word choice (Wong, 1999, p.23). In contrast, the result says that students have difficulties in supporting the content, and the organization, structure depends on different opinions, so it is flexible. For students of low level, the teacher feedback is also very necessary when they can not cope with their problems alone or in pairs or in groups. Besides, the attitude toward peer feedback is quite favorable and sympathetic, they consider it useful and appropriate for them to use and they long to apply it to their learning in the future. CHAPTER 5: REFLECTION AND CONCLUSION 5.1 Reflection This study can be seen as a good opportunity to know more about my students, about what is the reason for the fact that they are not good at writing. In the study, I also have chance to access a number of researches of many experienced language educators and teachers, from which I obtain new knowledge of language teaching and learning in general and knowledge of peer correction in teaching writing composition in particular. Besides, during the process of doing this research, I can learn more about the methods of doing research scientifically and seriously. I also realize that it is important to learn looking at the practice of my English learning and teaching by critical thinking and make research questions with the hope of improving it. I also learn to arrange and organize my ideas and my work systematically to fit the timetable of the research procedure. However, the thing I feel sympathizing fully is that I get the way to put my background knowledge into the knowledge repertoire of related previous researches to have a more general view of my situation and to utilize my research skills, i.e. summarizing or synthesizing effectively by stimulating them actively, creatively and critically. However, the research still has some limitations regarding the methods of data collection and analysis that I might change in my next research if I have any chance. Firstly this study was conducted with 2 subjects, so it is difficult for the researcher to have an overall view of peer feedback and its impact on the writing process of students. This affects the validity of this research. Secondly, the study has not categorized students into different pairs with different levels such as high-high, high-low, and low-low. In the other word, this study has not generalized about the effectiveness of peer feedback in different students level of English teaching and learning. Thirdly, because the writer of this research can be seen as an inexperienced one, and there exist time limit, the writer is hoped to be able to do a further and better research which is expected to overcome the shortcomings in this study. 5.2 Conclusion To sum up, the research has brought to the writer some important lessons of English teaching and learning in general and of working with my students in particular. The research affirms for the writer that peer feedback activities are useful and suitable ones that students want to do regularly when learning writing. It is not because in the activities, students have opportunities to get productive responses and suggestions from their friends in order to edit errors in their own writing and avoiding repeating them but also because those activities let them read their peers writing, they can learn a lot from this, and also in those activities they feel confident and relaxing. Thus, they can comfortably improve their English fluency. The writer also realizes that to have peer feedback activities, teacher needs to arrange and organize carefully and systematically. The role of the teacher need to be cared for because in any case, the correction of the teacher is the most important and exact one. However, since the research is not totally as good as the writer expected, the writers would like to do further research on this topic to overcome the limitations of this study mentioned above.

Comparing Company Website Design :: Internet

Microsoft I have been to this site fairly recently, and it has been updated since then. It is pretty colorful, and is easy to navigate. All of the different Products and Downloads are listed on the sidebar of the page. This reflects the company well, because they are a computer company, so I would hope that their website would be the best that I went to. And it was. There was a lot on the website but it was very organized. At the bottom there is a link to contact them, and even a link for Journalists. This page had a lot of product news and consumer news. This was a great site. World Health Organization The WHO website could have been a little more organized, but it was fairly easy to navigate. The picture on the home page made you very sympathetic to the cause. It also made you want to learn more. There were links for 6 different languages, and that was easy to find. There was also a search tool at the bottom just in case something was hard to find. It was hard to find a Contact Us link. I liked that the home page had news releases and other featured sites involving World health. Intel The Intel site was very animated and 3-D looking. While it wasn’t as organized as Microsoft, it was still easy to navigate. It had resources for businesses and personal separate, and also news was readily available. The also had a Site Map link at the bottom, which was very organized, just not as colorful. There was a lot of advertising on their home page, which was a great idea. There is a Contact Us and Press Room link at the very top of the page, which is great for consumers and journalists. Apple The Apple/Mac website was a little cluttered, but still easy to look around. They have very colorful â€Å"hip† looking pages, that appeal to younger people. You had to log in for some stuff, but most things were accessible. It was hard to find a Contact Us, or Journalist link. They focused a lot on the store and selling accessories and iPods. (I can imagine this is more during the Christmas season) This website is updated a lot, because I visit it frequently. It looks like a lot of effort is put into this site, and it is very aesthetically pleasing. Dell Dell went a step further in separating information .

TM Allegory

Ululating miss Kanji Ms. Huggins AP Literature 1 15 Jan aura 2015 Gorge's Metamorphosis as Allegory An allegory is a story in which characters, events, and settings symbolize abstract act or moral concepts from the real world. Using PASSAGES/ QUOTES from the entire text as needed, explain the following allegorical connections to The Metamorphosis. In other words, explain how/when these ideas are developed in the text.The isolation of an individual results in a spiritual death that dehumidifies the lonely person. In what ways is Gregory â€Å"euthanized† by his isolation? What about his life leads him to feel isolated? â€Å"He found it difficult to bear lying down quietly during the night and soon eating no longer gave him the slightest pleasure. So for diversion he acquired the habit of crawling back and forth across the walls and ceiling. He was especially fond of hanging from the ceiling. † (Kafka, 1915) Gregory is left alone most of the time. He only time he isn't l one is when his sister comes to feed him. Isolation has brought out more insect like characteristics in Gregory. He feels more comfortable hanging upside off the ceiling like a bat. A normal human cannot enjoy being upside down like he did. The transformation and the fear that he will hurt or scare his family members A real life situation that relates to this passage is the history of African Americans and Jewish people.

LGBT and the country of Belize

A person being gay in his own country is not a choice. We don’t choose to be gay. I sure didn’t choose to be, not to say that it is a bad thing. If it were a choice to be gay, I could choose to be straight the day after or bisexual a couple months after that. The whole concept of being lesbian, gay bisexual or transgender should not scare anyone. Its because people don’t understand that the individual is the same person he or she knows and loves. Just because their sexual preference is different does not mean that you should hate them or avoid them. That kind of stuff actually hurts a person mentally, speaking from experience. United Belize Advocacy Movement (UNIBAM) is a movement fighting for equality in Belize. The law does not protect sexual orientation or gender identity. The criminal code states that â€Å"carnal intercourse† with any person â€Å"against the order of nature† shall receive a punishment of 10 years' imprisonment. In practice the law was interpreted as including only sex between men. The extent of discrimination based on sexual orientation was difficult to ascertain due to lack of reporting instances of discrimination through official channels. UNIBAM the country's sole lesbian, gay, bisexual, and transgender advocacy organization, reported that continuing harassment and insults by the general public and police affected its activities, but its members were reluctant to file complaints. There were no gay pride marches organized during the year due to UNIBAM membership concerns over the public's possible adverse reaction. In December 2011, Barack Obama criticized nations that persecute homosexuals. In response, Hon. Dean Barrow, prime minister of Belize, reiterated, â€Å"Belize would not change its anti-homosexuality stance. â€Å"He argued that the issue is one for Belize to deal with and if the U. S. wanted to punish states by removing foreign aid for continuing such practice, then they will have to cut off their aid. † When will it actually be dealt with? It is not fair that we get to suffer worse than those who are, as they say, â€Å"normal†. I only have my friends and my family to keep me sane in this country. I had to grow up being ridiculed for having feminine features. Others bullied LGBT persons in high school; hate crimes being committed against the LGBT community. It is all so sad. Some of them say that Belize is not that bad, when in reality they are just in denial. Belize has too much ignorant close-minded assholes to even comprehend what it’s like. I thank God for my friends and family everyday for being so accepting and loving me for who I am. It’s not that I hate my country Belize; it’s just that I hate some of the people that make up the country’s population. Being gay in this country is nothing nice at all. We have to live in fear if we do something wrong that society doesn’t like so we don’t get shot in the head or beaten to death. All I want for my country is for everyone to live peacefully and not to discriminate anyone for loving who they want. For me it doesn’t matter who you are or where you come from or how much money you have in your pocket. When people talk about you to your face or behind your back, and when you feel bullied can you be brave enough to not give a fuck about what they say and just be yourself? A very inspiring woman said that and I live by it everyday.